The School Bell SG — Timely updates for students and parents

Denmark—once a “digital-first” education pioneer—is making a sharp U-turn: physical textbooks are returning, and phones/tablets are being restricted during school hours, with devices used only sparingly and under supervision. The reason is simple and very familiar to many parents: when learning moved heavily onto screens, teachers noticed students struggling to concentrate, because distractions are only a swipe away.

The report links this shift to growing concern over teen screen habits and wellbeing—highlighting that heavy social media use can crowd out “protective factors” like sleep, real-life friendships, sports, and family conversations. Denmark has even extended phone-free rules beyond classrooms into youth centres and sports clubs to protect attention and social connection.

For parents of secondary school students, the takeaway isn’t “technology is bad”—it’s that learning works best when screens are used intentionally, not constantly. For Math and Science especially, progress still depends on the basics: writing, showing working, drilling weak areas, and building the stamina to focus—the same skills your child needs for timed tests and national exams.

Why this matters for Math & Science results

When students reduce casual screen switching and return to structured practice, you often see improvements in:

• Accuracy (fewer careless mistakes from rushing/half-attention)
• Understanding (stronger foundations from step-by-step reasoning)
• Confidence (they know why answers work, not just “copied from an app”)

How a good tutor fits into this (without banning tech)

A strong Math/Science tutor can act like “supervised digital balance” in practice:

• Uses printed questions + written working to train focus and exam stamina
• Teaches systems (error log, weekly revision plan, topic targeting)
• Uses tech only where it helps (e.g., quick concept recap, targeted practice), not as a constant background noise

If you’re a parent in Singapore and your Sec-school child is slipping in Math/Science (or studying hard but results don’t move), it may not be motivation—it may be focus + structure. A consistent tutoring routine can rebuild both.

If you’re a parent of a secondary schooler, you’ve probably felt it: school today isn’t just classes and exams. It’s CCAs, projects, pastoral care, character education, digital literacy—and yes, still plenty of homework. In Parliament, Minister Desmond Lee addressed the OECD TALIS 2024 findings on teacher workload and explained how MOE is supporting teachers while keeping education holistic. Here’s what parents should know—and how you can help your child (and your child’s teachers) thrive.

The Big Picture in 30 Seconds
Singapore teachers work long weeks (compared to the OECD average) because their time is spread across more than classroom teaching—they also do lesson design, CCAs, professional development, and student wellbeing.
MOE’s internal tracking says teacher hours average around 53 hours/week over the years—stable, but with more complex work.
Expect more support, smarter pacing of new policies, and clearer boundaries (e.g., protected time during holidays, discouraging after-hours parent messages).

Why Are Teacher Hours High?
Teaching here is deliberately holistic. Beyond instruction, teachers:
Prepare and refine lessons to fit diverse learners.
Run CCAs (a core pillar of our system).
Develop professionally to keep up with syllabus and pedagogy changes.
Support student wellbeing (pastoral care, special needs coordination, transitions).
This broader remit takes time, and it’s a feature of the system—not a bug.

What MOE Is Doing (in Plain English)
Fairer Work Allocation
Schools use a Teacher Work Management Framework so duties are distributed with transparency, considering teachers’ strengths and preferences.
Smarter Tools (AI + Platforms)
AI in the Student Learning Space (SLS) helps with lesson planning, marking, feedback, and response analysis. Parents Gateway trims admin (consent forms, MCs).
Reality check: Tech helps, but teachers need time and training to integrate it.
More Hands on Deck
Besides ~85 teachers per school on average, schools have Allied Educators (counselling, SEN support), more administrative staff, and can outsource tasks (CCA coaches, event management) to reduce teacher load.
Pacing Big Changes
New policies can spike workload at first. Schools now get flexibility to phase in major initiatives (e.g., Full Subject-Based Banding, EdTech Masterplan 2030) to avoid burnout.
Protected Time = Real Rest
Across the four holiday blocks, teachers have 6–7 weeks of protected vacation. Updated school–home partnership guidelines discourage after-hours parent messaging (except emergencies) and no need to share personal numbers.
Flexible Work Arrangements
When duties allow: later start/earlier end, work-from-home days (no classes), and part-time options—while keeping duty of care to students.
Wellbeing Support
School wellbeing committees, welfare funds, talks/workshops, peer wellness ambassadors, and free counselling (MOE in-house and Whole-of-Government).

What This Means for Your Child
Better-designed lessons, richer CCAs, and stronger pastoral care: That’s the upside of teachers investing time beyond the classroom.
More consistent boundaries: Expect schools to uphold protected time and discourage after-hours messaging—healthy for teachers and families.
Smoother change management: Reforms should feel more phased and predictable, with less disruption to day-to-day learning.

How Parents Can Help (Practical, Low-Stress)
1) Use Official Channels & Hours
Message teachers through Parents Gateway or school channels.
Keep after-hours messages for genuine emergencies.
2) Respect Protected Periods
Avoid non-urgent requests during school holidays and exams.
If you must write late, note “For tomorrow/next working day.”
3) Keep Notes Crisp
One message > five fragments.
Include: student name, class, topic, what you’ve tried, and a clear question.
4) Partner on Wellbeing
For sustained concerns (motivation, anxiety, SEN), ask the form teacher how to loop in Allied Educators or counsellors early—supports exist.
5) Value the Whole Child
Celebrate character, effort, teamwork alongside grades.
Encourage balanced CCA participation: depth over over-commitment.
6) Give Feedback That Helps
Share specific, constructive feedback through the school’s process (not social media).
Thank a teacher when something works—positivity spreads.

Quick FAQ for Secondary School Parents
“If teachers work 53 hours/week, will my child lose attention in class?”
No. Those hours include planning, marking, CCA, training, and student support—which generally improveclassroom quality.
“Does AI mean less human interaction?”
AI handles repetitive tasks (marking patterns, data analysis). The human core—mentoring, coaching, motivation—remains central.
“Why can’t teachers reply immediately after 7pm?”
Boundaries sustain quality. For urgent safety issues, use emergency channels; otherwise, expect replies during working hours.
“My child struggles with a subject—who do we approach?”
Start with the subject teacher/form teacher. If it’s ongoing or complex, request to involve Allied Educators or the school counsellor.

Singapore’s move toward holistic education asks more of teachers—by design. MOE is adding capacity, tools, and boundaries so that the extra effort translates into better learning and healthier schools. When parents partner thoughtfully—clear comms, realistic expectations, and respect for protected time—students benefit most.

https://www.youtube.com/watch?v=CVOk78eHX44

Parents often tell me: “Teachers seem swamped these days.” You’re not imagining it. In Parliament, Education Minister Desmond Lee explained that teachers currently average about 53 hours a week during term time. Only a fraction is spent in front of a class—the rest goes to lesson design, small-group consultations, CCA, counselling, parent communication, and training for new initiatives.

Here’s what’s changing—and what it means for your child.

What’s Driving the Extra Hours?

1) Full Subject-Based Banding (Full SBB)
Instead of “one size fits all,” students learn subjects at different levels based on readiness. That’s good for learning—but it means teachers plan differentiated materials, run targeted small-group consults, track progress more closely, and coordinate across subject teams.

2) AI Tools in Schools
AI is being introduced to trim repetitive tasks (admin, marking, resource creation). In the short term, though, teachers must learn the tools, test them, and adapt workflows before time savings are felt.

3) A More Holistic Education
Schools are doubling down on character, well-being, and critical thinking. That expands teachers’ roles beyond content delivery—think pastoral care, one-to-one check-ins, and stronger home-school partnerships.

What This Means for Your Teen

• More personalisation: Small-group support and paced learning can help your child catch up—or stretch further.
• Smoother transitions: Teachers are building skills that will serve students in a fast-changing, AI-enabled world.
• Tighter time windows: While changes bed in, response times may be slower. That’s not indifference—it’s prioritising teaching and safeguarding teacher well-being.

How Parents Can Help (and Actually Make a Difference)

Be strategic with teacher comms

• Use official channels (e.g., Parents Gateway).
• Bundle questions into one concise message; avoid late-night texts.
• Ask: “What’s the best time/day to reach you?”

Back your teen’s independence

• Encourage your child to email teachers directly (polite, specific subject lines, one clear ask).
• Use school-provided resources first (LMS notes, recorded explainers, practice sets) before requesting extra help.

Make small-group consults count

• Before a consult, have your teen list 3 specific questions and upload relevant work.
• After, get them to summarise “3 things I learned” + “1 action I’ll take this week.”

Support Full SBB mindsets at home

• Different levels ≠ labels. Focus on growth and fit, not comparison with classmates.
• Revisit subject levels each term with evidence (quiz scores, teacher feedback, study habits).

Set healthy boundaries

• Respect teachers’ off-hours; emergencies aside, expect replies within school days.
• For complex issues, request a brief call at a mutually workable time rather than long message threads.

Quick FAQs

Will AI replace teachers?
No. The aim is to reallocate time—less admin, more teaching and mentorship.

Why not just hire more teachers?
MOE is hiring and redeploying allied educators, but training, mentoring, and integration take time. Meanwhile, smarter workflows multiply impact.

Is Full SBB “harder” for my child?
It’s better-fitted. Learning at the right level builds confidence and mastery, which usually leads to better outcomes over time.

The Bottom Line

Singapore is moving toward more personalised, future-ready learning. That transition temporarily raises teacher workload—but the payoff is a school experience where your child gets the right support at the right time. Partner your school with empathy, clear communication, and respect for boundaries—and you’ll help teachers spend their precious time where it counts most: your child’s learning.

In recent years, private tutoring in Singapore has shifted from being a “nice-to-have” to something many families see as almost essential. Tutors were once mainly hired to help weaker students catch up. But today, they play a much wider role — from reinforcing school lessons to preparing students for high-stakes exams, and even guiding confidence and motivation.

A commentary in The Straits Times points out that private tutors are increasingly taking on responsibilities that overlap with teachers. And this trend has grown not just among well-resourced families, but also among lower-income students, many of whom now receive subsidised or volunteer-based tuition support.

So, why is this happening — and what does it mean for your child?

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1. Teachers Are Under Heavy Workloads

A major international survey recently found that teachers in Singapore work longer hours and report more stress than many of their global counterparts. Teachers are deeply committed, but their time is stretched across:

• Classroom teaching
• Curriculum planning
• CCA commitments
• Pastoral care and wellbeing support
• Admin work and parent communication

With so many responsibilities, it can be difficult for them to provide individualised academic attention to every student — especially once students enter secondary school, where content gets tougher and exams move faster.

This is where parents often look to tutors to fill the gap.

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2. Tuition Is No Longer Just About “Catching Up”

Many parents today are not looking for tutors only because their child is struggling. Increasingly, they want:

• Clarification on difficult concepts not fully covered in class
• Structured exam preparation
• Exposure to different ways of understanding and applying information
• Someone who can monitor progress and practice consistently

In other words, tuition is sometimes functioning as a second classroom — a place where learning gets reinforced and personalised.

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3. But This Raises Important Equity Questions

If tuition becomes necessary for students to keep up, then students without access to it may be placed at a disadvantage.

The widening presence of tuition among lower-income families (through grants, volunteer programmes, and community centres) reflects an attempt to close this gap. But it also signals something else:

The education system is starting to assume tuition exists — whether formally or informally — as part of a student’s learning journey.

This can place additional pressure on families who may already be financially stretched.

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4. So, What Should Parents Take Away from This?

The key is not “Tuition = Must Have.”

The real question to ask is:

What support does my child actually need — academically, emotionally, and in their learning habits?

When considering tuition, think about whether your child needs:

Support Area	Questions to Ask
Understanding of content	Does my child understand the concepts, or just memorise?
Confidence and mindset	Do they get anxious when facing problem-solving questions?
Study habits & consistency	Do they know how to revise, or are they always “restarting”?
Exam strategy	Do they make the same mistakes even after practicing?

A good tutor should not just teach more content.
They should help your child learn how to learn.

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5. What to Look for in a Tutor

Rather than focusing only on “results” or worksheets, look for tutors who:

✔ Explain concepts clearly, rather than drill answers
✔ Build self-belief and resilience
✔ Communicate well with parents
✔ Understand the school syllabus and exam expectations deeply
✔ Teach study skills and question-analysis strategies
✔ Care about your child’s growth, not just grades

A strong tutor complements teachers — not replaces them.

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Final Thoughts

Private tutoring is becoming more common not because schools are failing, but because the demands of the modern education system are high — and every child learns differently.

As parents, your role is to choose support that aligns with your child’s needs, not pressure.

The goal is not to add more studying.

The goal is to help your child learn effectively, confidently, and sustainably.

The Social Media Ban Debate: Is “Digital Distraction” Costing Your Child Marks?

If you’ve been following the news, you’ve likely heard about Australia’s bold decision to ban social media for anyone under 16. For many parents here in Punggol, watching your teenager scroll through TikTok when they should be practicing Algebra, that news probably sounds like a dream come true.

However, as a recent discussion on Channel NewsAsia highlights, Singapore isn’t rushing to hit the “ban” button. Experts here warn that a total ban is a “blunt tool.” Instead, the Singaporean approach focuses on building digital literacy and discipline.

So, where does that leave Punggol parents?

If the government isn’t going to take the phone away, the burden falls on us to manage the distraction. And as any parent of a secondary school student knows, the biggest casualty of social media addiction is focus.

This is particularly damaging for Mathematics. Unlike subjects that allow for rote memorization, Secondary Math requires deep, uninterrupted logical thinking. You cannot solve complex O-Level equations if your brain is switching contexts every 15 seconds to check a notification.

Why Small Group Tuition is the Solution

We can’t ban the internet, but we can change the environment. This is why small group tuition is becoming the preferred choice for parents in Punggol.

While 1-to-1 home tuition can sometimes feel too relaxed (and easy to get distracted in your own bedroom), and large tuition centers allow students to hide in the back, small group tuition hits the sweet spot for attention management:

1. The “Sanctuary of Focus”: In a small group setting, devices are put away. It creates a structured block of time dedicated purely to deep work.
2. Positive Peer Pressure: In a group of 4 to 6 students, there is a collective energy to solve problems. When everyone else is working on a vector question, your teen is less likely to drift off.
3. Immediate Feedback: A tutor in a small group can spot a mistake instantly—preventing the frustration that usually leads a student to reach for their phone.

Local Convenience Matters

Living in Punggol means you value convenience. By choosing a small group tuition center right here in the neighborhood, you cut down on travel time—removing the excuse of “being too tired” to study.

The debate on social media bans will continue, but your child’s exams won’t wait. If you are struggling to get your teen to unplug and focus, consider a small group environment that turns “digital distraction” into “math discipline.”

Has your child just received their GCE O-Level results?

Take a breath. Whether your teen is celebrating or feeling disappointed, O-Levels are a milestone, not the final verdict on their future. Singapore’s post-secondary landscape now offers multiple, flexible pathways to diplomas and degrees, even if their first set of results isn’t what they hoped for.

This guide is written for Singapore parents of Sec 4/5 students whose O-Level results (2025 exams, released in mid-January 2026) are out, and who need to decide quickly during the Joint Admissions Exercise (JAE) 6-day window. Ministry of Education+1

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How to Use This Guide

1. Find your child’s score type and range
   • JC / MI: L1R5 or L1R4
   • Poly: ELR2B2
   • Arts (NAFA / LASALLE): Best 4 subjects + English
   • ITE: O-Level aggregate or Nitec/Higher Nitec pathways
2. Jump to the relevant section below based on their aggregate.
3. Shortlist realistic options using:
   • MOE SchoolFinder (for JC/MI) and CourseFinder (for Poly/ITE) Ministry of Education+1
   • JAE Form A and JAE Booklet (lists all eligible courses)
4. Discuss as a family: interests, learning style, and long-term goals matter as much as the number on the slip.

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Quick Timeline: After O-Level Results (2025 Exams → 2026 Intake)

Based on the latest MOE exam calendar and recent JAE cycles:

• Results release (2025 O-Levels):
  Tentatively 14–16 January 2026. Ministry of Education
• JAE application:
  Starts 4pm on results day and runs for 6 calendar days (24/7 via JAE-IS with Singpass). Ministry of Education+1
• JAE posting results:
  Typically early February (e.g. 4 Feb in 2025). Ministry of Education+1
• Reporting to JC/MI/Poly/ITE:
  Usually 1 day after postings for JC/MI, and later in February for Poly/ITE (enrolment details sent by email/SMS). Ministry of Education+1
• Appeals:
  Short window (about 3–5 days after postings) via schools or poly/ITE portals.

Important: Exact dates and rules are confirmed each year by MOE, SEAB, JCs, Polys and ITE. Always cross-check against the latest JAE website and booklet.

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Score Range 1: L1R5 ≤ 20 – Junior Colleges (JC)

Who this suits

• Students who are academically strong and enjoy theoretical learning
• Comfortable with heavy content, independent study, and exam pressure
• Likely aiming for local autonomous universities (NUS, NTU, SMU, SIT, SUSS, SUTD)

Key Criteria (current system up to 2027 JAE)

To qualify for JC through JAE, your child generally needs: Ministry of Education+1

• L1R5 gross aggregate ≤ 20 (before CCA bonus)
• Meeting subject-specific requirements, e.g.:
  • English: grade 1–6
  • E/A Math: grade 1–7 (for many science streams)
• After CCA bonus points, the net L1R5 used for posting can be lower.

JC Cut-Off Points (COPs)

• Top JCs (e.g. RI, HCI): typically net L1R5 around 4–5
• Mid-tier JCs: around 7–12
• Other JCs: up to around 18–20, varying by stream and year Ace Your Econs+1

COPs fluctuate yearly, but Form A + SchoolFinder will show realistic choices for your child’s net score.

Why parents choose JC

• Most direct route to local universities via A-Levels
• Broad-based academic training; good for students still unsure of future course
• Strong CCA and leadership opportunities

Watch-outs

• 2-year JC is fast-paced and intense; not every student thrives, even with the grades.
• From JAE 2028 onwards, MOE is shifting JC admission to an L1R4 ≤ 16 system; relevant if you have younger children. Ministry of Education+1

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Score Range 2: L1R4 ≤ 20 – Millennia Institute (3-Year A-Level Route)

Millennia Institute (MI) is Singapore’s only Centralised Institute, offering a 3-year A-Level programme instead of 2. millenniainstitute.moe.edu.sg+1

Who this suits

• Students who want the A-Level + university route, but
  • Need more time to build their foundation
  • Benefit from a slightly gentler academic pace
• Teens who may still be maturing emotionally and academically

Key Criteria

• L1R4 aggregate ≤ 20
• Passes in English, Mother Tongue, Math and relevant subjects, plus course-specific requirements millenniainstitute.moe.edu.sg

Why choose MI

• Same A-Level qualification, but spread over 3 years
• More time for:
  • Subject mastery
  • CCA, leadership and personal development
• Good option if your child just qualifies for JC but you worry about burnout

Score Range 3: ELR2B2 ≤ 26 – Polytechnics (Hands-On Diplomas)

Polytechnics are ideal for students who learn best by doing, enjoy projects and teamwork, and want industry-ready skills with a clear line of sight to jobs and degrees.

Key Criteria

To enter Poly via JAE, O-Level holders generally need: Ministry of Education+2Republic Polytechnic+2

• Net ELR2B2 ≤ 26 (after CCA bonus points)
  • EL: English Language
  • R2: 2 relevant subjects (depends on course type A/B/C/D) SP+1
  • B2: any 2 other best subjects
• Must meet each course’s Minimum Entry Requirements (MER)

The 5 polytechnics are:

• Nanyang Polytechnic (NYP)
• Ngee Ann Polytechnic (NP)
• Republic Polytechnic (RP)
• Singapore Polytechnic (SP)
• Temasek Polytechnic (TP)

Why parents choose Poly

• 3-year diploma with strong industry links, internships and projects
• Graduates can:
  • Work directly in relevant industries, or
  • Use a good GPA (e.g. ≥3.5) to apply to local universities, sometimes with advanced standing (skip some university modules/sem). Corporate NTU+1
• Great for students with a clear interest area (engineering, IT, business, design, media, health sciences, etc.)

Special Notes

• Diploma in Nursing allows up to ELR2B2-C 28, but subject to stricter MER and aptitude. Ministry of Education+1
• Poly EAE & DSA-style routes: If your child already has a Poly EAE conditional offer, check that they meet the conditions; they may not need to use JAE. Ministry of Education+1

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Score Range 4: Best 4 Subjects ≤ 25 + English C6 – NAFA / LASALLE (Creative Arts Route)

If your teen lights up when drawing, performing, designing or creating, art schools can be a better fit than purely academic routes.

Key Criteria (typical for O-Level holders)

For diploma programmes at NAFA and LASALLE (now under University of the Arts Singapore), O-Level applicants usually need: LASALLE+2Nanyang Academy of Fine Arts+2

• A pass in English at C6 or better
• An aggregate of 25 points or better in 4 other O-Level subjects (excluding English)
• Portfolio / audition / interview – this is often the decisive factor

There is no requirement to have taken O-Level Art to apply, though it can help the portfolio. uas+1

Who this suits

• Students with strong artistic or creative talent, who:
  • May not enjoy purely academic JC/Poly content
  • Already spend significant time creating art, music, design, performance, media etc.

Why parents choose NAFA / LASALLE

• Courses are deeply specialised (fine arts, design, fashion, animation, music, theatre, arts management, etc.)
• Graduates can proceed to arts degrees in UAS or partner universities, often with advanced standing. uas+1

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Score Range 5: Scores > 26 or Struggling Academically – ITE (Skills-Based Pathway)

If your child’s O-Level score exceeds 26, or if they have found the academic track very challenging, ITE can be the place where they reset, rebuild confidence and discover strengths.

Main Routes for O-Level Holders

By 2026, ITE is fully rolling out an enhanced 3-year Higher Nitec curricular structure, while still offering 2-year Higher Nitec courses for O-Level students in many areas. Institute of Technical Education+2Institute of Technical Education+2

Most O-Level students will:

• Enter directly into 2-year Higher Nitec in a chosen field (e.g. IT, engineering, business, design, hospitality, health sciences), or
• For some courses, join the 3-year Higher Nitec pathway.

Entry is based on O-Level aggregates + course MERs, detailed in the ITE Course Booklet 2026. Isomer User Content+1

Why parents choose ITE

• Very practical, hands-on learning with modern equipment and real-world projects
• Strong industry demand for skilled graduates in many sectors
• Multiple progression routes:
  • Higher Nitec → Polytechnic Diploma (Year 1 or sometimes Year 2)
  • Higher Nitec → Technical Diploma / Work-Study Diploma
  • From Poly Diploma → University degrees later Institute of Technical Education+1

ITE is no longer a “dead end”. For many teens, it is the most realistic way to gain confidence, skills and a diploma-to-degree pathway.

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Route 6: Private Education & Overseas Options

If you are prepared for significantly higher fees and a slightly different recognition profile in the local job market, private and overseas options can be considered.

Common Private Options in Singapore

Examples include PEIs such as SIM, PSB, Kaplan, MDIS and other colleges that offer:

• Diplomas linked to foreign universities
• Direct degree programmes with partner universities

Pros

• Faster time-to-degree for some pathways (e.g. 2–3 years total)
• Wider variety of niche courses or overseas university brands
• Flexible entry points for students who may not qualify for local polys/JCs

Cons & Cautions

• Fees can be substantially higher than public institutions
• Degrees may be perceived differently by some employers compared to NUS/NTU/SMU/SIT/SUTD/SUSS
• Quality varies greatly between schools

How to check if a Private School is legit

Look for: tpgateway.gov.sg+2Ministry of Education+2

• EduTrust Certification status on SkillsFuture Singapore (SSG) website
• Clear fee protection scheme and student contract
• Transparent exam, grading, and graduation requirements

Tip: Use private / overseas routes as Plan B or C, after carefully exploring public options (JC/MI, Poly, ITE, Arts Institutions) and discussing affordability.

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Extra Things Parents Often Forget (but really matter)

1. Your child’s learning style

Ask:

• Do they prefer lectures, notes and written exams → JC / MI
• Or projects, presentations, labs and internships → Poly / ITE / Arts

2. Strengths, not just weaknesses

Instead of asking “Why did you score badly?”, try:

• “Which subjects did you enjoy and do relatively better in?”
• “What kind of tasks make you lose track of time?”

This helps them see they have strengths, even if their aggregate is not perfect.

3. Mental health & pace

A teen who is already burnt out may struggle in a high-pressure JC even with good grades. A more applied route (Poly / ITE / Arts) may:

• Preserve their love of learning
• Give them more wins and confidence early on

4. Use ECG support

Every school offers Education & Career Guidance (ECG) counselling. MOE also provides hotlines and online resources during results + JAE period to help families make informed decisions. seab.gov.sg+1

Encourage your child to speak to an ECG counsellor, not just rely on friends or TikTok/Reddit.

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FAQ: Common Questions Parents Ask After O-Level Results

“My child got L1R5 18. JC or Poly?”

It depends on:

• Whether they enjoy academic content and can cope with fast-paced theory
• How clear they are about a specific career path
• Their mental health and motivation

A rough rule of thumb:

• If they’re academically inclined but undecided → JC is worth serious consideration
• If they’re clear about a field (e.g. IT, engineering, nursing, business) and prefer hands-on work → a good-fit Poly course can be powerful, especially with a strong GPA

“If my child goes to ITE, can they still get a degree?”

Yes – but it is a stepwise journey:

1. Higher Nitec (2 or 3 years)
2. Progress to Poly Diploma (2–3 years, sometimes with advanced standing) Institute of Technical Education+1
3. Apply to local or overseas universities with that diploma

It takes longer than the “JC → A-Level → Uni” route, but many students do this successfully and graduate with solid skills + experience.

“Will O-Levels still exist after 2026?”

MOE has announced that the last cohort taking the O-Levels will be in 2026, after which students will sit for the new Singapore-Cambridge Secondary Education Certificate (SEC) instead. Wikipedia

For your child who took O-Levels in 2025, nothing changes – but the system will look different for younger siblings in future.

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Final Encouragement for Parents

Your child’s O-Level results do not define their worth or their long-term success.

What matters far more over the next few weeks is that they:

1. Feel heard and supported at home
2. Understand their realistic options (not just “JC or Poly”)
3. Choose a route that fits their strengths, pace and interests, not someone else’s expectations

If you can:

• Sit down with them, JAE Form A and this guide side-by-side
• Shortlist options under JC/MI, Poly, ITE, Arts and private
• Book time with their ECG counsellor or a trusted mentor

…you’ll already be doing more than many parents.

Whatever pathway your teen takes – JC, MI, Poly, ITE, NAFA, LASALLE or private – there are real, proven routes to diplomas and degrees in Singapore. The journey might be different, but it can still be deeply successful.

If you’re parenting a secondary school student in Singapore right now, you’re raising a teen in one of the most tech-enabled school systems in the world. Lessons aren’t just whiteboard and worksheets anymore – they’re happening on Student Learning Space (SLS), in adaptive quizzes, with AI tools helping teachers mark work and give feedback.

That can feel exciting and worrying at the same time.

This post walks you through what’s actually happening in classrooms with tech and AI, what guardrails MOE and GovTech have put in place, and how you, as a parent, can support healthy, meaningful use of technology at home.

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1. From Copying Homework to Clicking “Submit”: What’s Changed?

Every generation of students has had shortcuts.

In the past, it might have been copying a classmate’s homework. Later, it was apps like PhotoMath. Today, it’s AI chatbots that can generate full answers in seconds.

The difference now isn’t that kids suddenly became lazier. It’s that:

• The tools are more powerful
• The tools are always available
• The tools are built directly into school platforms

That’s why MOE and GovTech have moved beyond “ban or allow” thinking. Instead, they’re asking:

“How do we design tools so that students still have to think, even when AI is helping them?”

That design philosophy shows up clearly in how SLS and its AI features are built.

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2. Student Learning Space: More Than Just Online Worksheets

Your child has almost certainly used Student Learning Space (SLS).

SLS isn’t just an upload area for notes. It’s a national platform built specifically for Singapore’s curriculum, including:

• Mother Tongue languages
• Character and Citizenship Education (CCE)
• Subjects like Economics at JC level
• Contexts and examples that feel familiar to local students

Teachers use SLS to:

• Create module-based learning experiences
• Share lessons that students can revisit for revision
• Set quizzes, tasks, and reflections
• Track responses and identify who needs extra help

Because content is written or curated by local teachers, questions and examples are often much more relatable than those found in global commercial apps.

For your teen, it means:

• Learning doesn’t end when they leave the classroom.
• They have a structured place to go back to past lessons and practise at their own pace.

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3. How AI Is Already Helping – Without Replacing Teachers

AI is already embedded inside SLS, but not in the “do everything for you” way that many parents fear.

Here are some key features and how they work.

a) Auto-marking and Feedback Assistants

AI can help mark certain types of work and provide instant feedback, especially for:

• Multiple-choice questions
• Short structured responses
• Certain types of language work

MOE estimates that AI feedback features alone have saved dozens of hours per teacher per year.

But here’s the important part:
Teachers rarely take that as “free time to relax”. Instead, they use it to:

• Spend more time understanding individual students
• Do 1-to-1 conferencing with those who struggle
• Design higher-quality learning activities

So AI is not replacing teacher effort – it’s shifting teacher effort from repetitive tasks to deeper work with students.

b) Speech Evaluation for Oral Practice

For language subjects, especially English and Mother Tongue:

• Entire classes can practise oral responses simultaneously.
• A speech evaluation tool gives each student instant feedback on their speech.
• The teacher then looks at overall performance to see:
  • Who is struggling with pronunciation or fluency
  • What common mistakes to address as a class

Your child gets:

• Faster feedback
• More opportunities to practise, not just “once in a while before exams”

c) Authoring Co-pilot for Teachers

Teachers can upload a scheme of work or lesson outline into SLS, and the system helps:

• Suggest activities
• Propose questions
• Generate some lesson content

This doesn’t mean “AI writes the lesson”. It’s more like a drafting assistant. Teachers still:

• Curate
• Adjust
• Reject or rewrite

They stay in control of what actually reaches your child.

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4. Learning Assistant (LEA): An AI That Refuses to Be a Shortcut

One of the more interesting AI tools is Learning Assistant – a chat-style assistant students can use to get help with learning.

But it’s very different from public chatbots you may have seen.

What LEA doesn’t do

• It does NOT just give answers, even if students try to trick it.
• It does NOT engage in random chatting.
• It does NOT allow endless, unrestricted use.

What LEA does do

• Asks probing questions instead of giving direct solutions
• Nudges students to think about:
  • What they already know
  • Which concept they might be missing
• Gently redirects them when they say things like:
  • “I’m bored.”
  • “Can I just chat with you instead?”

There are also limits on:

• How long students can use it
• How many questions they can ask

The goal is clear:

Help students think better, not think less.

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5. Guardrails Around AI: It’s Not a Free-for-All

MOE’s approach is not “let’s give AI to everyone and see what happens”.

There are age-appropriate guidelines on AI use:

• Primary 1–3
  • No AI use recommended.
  • Kids are too young for independent interaction with AI tools.
• Primary 4–6
  • Some AI exposure in class, under teacher supervision.
  • Independent use is still not encouraged.
• Secondary School and above
  • Students begin to use AI more independently.
  • They go through AI literacy modules that cover:
    • How to tell AI from a human (even in call centres or chat)
    • How AI can be helpful – and where it can go wrong
    • Why they must stay sceptical and verify information

On top of that, there are parent resources such as:

• Screen use guidance
• Parenting for wellness materials
• Parent- and family-focused portals

All of this reflects a consistent message:
AI and tech are here to stay – but they must be used deliberately and safely, never blindly.

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6. What Tech Can’t Do: The Irreplaceable Role of Teachers

All the experts in the episode were clear on one thing:

AI cannot replace teachers.

Here’s what tech still cannot do:

• Feel empathy for a stressed or anxious teen
• Understand your child’s family situation or personality
• Know when a student needs a push and when they need a break
• Build the kind of trust and relationship that makes a teen open up or try again after failing

Even when AI provides feedback, many students still need:

• A human to interpret that feedback with them
• Someone to say, “This is what it really means, and here’s what you can do next.”
• Encouragement to keep going when learning is hard

Teachers are also deliberately balancing:

• Tech-based activities
• Discussions
• Group work
• Tech-free, face-to-face moments in class

Especially in language subjects, there’s a recognition that not everything should be done on a screen.

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7. The Future: Tech Will Be Everywhere – So Critical Thinking Matters More

In the future, your child will live in a world where:

• AI is embedded in countless systems, often invisibly.
• Many jobs will involve working with AI, not avoiding it.
• Information will be easy to generate, but not always easy to trust.

That’s why one of the key goals of education now is to help students develop a “muscle” for:

• Healthy scepticism
• Fact-checking
• Asking, “Is this valid?” instead of simply, “Is this convenient?”

MOE and GovTech are less focused on turning every child into a programmer, and more focused on:

• Helping them move between digital and physical spaces confidently
• Understanding both the power and the limits of technology
• Staying grounded in human relationships and community

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8. How You Can Support Your Secondary School Child at Home

You don’t have to understand every technical detail to make a big difference. Here are some practical ways you can support your teen.

a) Normalise effort, not shortcuts

You can ask questions like:

• “What was the hardest question you did today?”
• “Where did you actually get stuck – and how did you try to solve it?”
• “Did you use any online tools or AI? How did they help you think more clearly?”

This sends the message that struggle is normal and even valuable.

b) Talk about AI openly

Instead of just saying, “Don’t use AI,” try:

• “If you use AI for homework, how do you check if it’s correct?”
• “What’s the difference between using AI as a tool and letting it do everything?”
• “How can you make sure you still know how to do it on your own in exams?”

Your teen is more likely to be honest with you if they know you’re not going to panic about the word “AI”.

c) Watch for emotional over-dependence

Some teens may:

• Feel more comfortable “talking” to tech than to people
• Use chatbots as a form of emotional support

You can gently:

• Check in on how they’re feeling generally
• Encourage real-life friendships, CCA bonding, family time
• Keep certain times of day tech-free (e.g. dinner, before sleep)

d) Model scepticism and checking

When you see content online (news, videos, AI answers), you can say:

• “Let’s check if that’s really true.”
• “Where did this information come from?”
• “Does this match what we know from other sources?”

Your child learns not just from what you tell them, but from how you react to information yourself.

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9. Putting It All Together

For parents of secondary school students, the key is not to see technology as purely good or bad.

Instead, think in terms of:

• How it is used
• When it is used
• What it’s used for
• Who guides that use

In Singapore’s classrooms today:

• Platforms like SLS and tools like Learning Assistant are designed to support real learning, not replace it.
• Teachers remain at the centre – as designers, decision-makers, and human guides.
• MOE and GovTech have built guardrails for safety and meaningful use, especially around AI.

At home, your role is powerful:

• You can shape your teen’s attitudes towards effort, shortcuts, and integrity.
• You can help them see AI as a tool that supports their thinking, not a crutch that replaces it.
• You can hold space for tech-free conversation, connection, and rest.

“No Phones in School from 2026”: What It Really Means for Your Teen – And for You

From 2026, secondary schools in Singapore will roll out much stricter rules on phone and smartwatch use. If you’re a parent of a teen, you might be wondering:

• “How will I contact my child?”
• “Won’t this make school life even more stressful?”
• “Is this actually good for their well-being?”

Let’s unpack the changes in plain language, and talk about how you can support your child through this shift.

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1. What’s Changing in 2026?

From January 2026, secondary school students will not be allowed to use their phones or smartwatches during school hours. This includes:

• Before assembly
• Lessons (already mostly in place)
• Recess and lunch breaks
• CCAs and school-based activities after lessons
• Supplementary / remedial / enrichment classes

Phones and smartwatches will have to be kept in lockers or bags and not used throughout the school day, unless there is a special exception (for example: medical needs, emergencies, or specific learning situations approved by the school).

At the same time, Personal Learning Devices (PLDs) like school-issued iPads or Chromebooks will have stricter night-time limits. From 2026, many of these devices will:

• Auto-lock at around 10.30pm
• Stay locked until the next morning (e.g. 6.30am)

The message is clear: school is trying to give students less screen, more sleep, and more real-life interaction.

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2. Why Is MOE Doing This?

As parents, we’ve all seen it:

• Children hunched over their phones during meals
• Teens scrolling TikTok or Instagram late into the night
• WhatsApp dramas that spill over into school, CCA, and home life

Schools and policymakers are seeing the same thing, but magnified:

1. Distraction in class
   Even when phones are “on silent”, notifications, social media and games pull students’ attention away from learning.
2. Less face-to-face interaction
   During recess or CCA breaks, many students default to screens instead of talking, playing, or just… being kids.
3. Sleep and mental health
   Late-night usage of phones and PLDs leads to:
   • Less sleep
   • Poorer focus the next day
   • Higher anxiety, FOMO and social comparison

The new rules are meant to reset the default:
School time = focus, friendships and real-world activities.
Night time = rest, not endless scrolling.

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3. “But How Will I Contact My Child?”

This is usually the first worry parents have.

Here are some practical ways to adapt:

a) Rehearse “old-school” communication

• Remind your child how you were contacted in the past:
  • Through the general office
  • Through a teacher if needed
• For genuine emergencies, schools still have clear procedures to contact parents quickly.

You might say to your teen:

“If something is urgent, go to the office or tell a teacher. I’ll make sure I’m reachable. We don’t actually need WhatsApp during school hours.”

b) Plan ahead

• Confirm meet-up points and timesbefore school:
  • “I’ll pick you up at the usual gate at 3.30pm.”
  • “If CCA runs late, get your CCA teacher to inform the class or the office.”
• Use messaging before and after school instead of during school hours.

What your child loses in immediate contact, they gain in learning to plan, think ahead and manage time—skills they’ll need in poly, JC, uni and work.

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4. How This Might Help Your Teen (Even If They Hate It at First)

Your teen might react with:

• “So strict!”
• “What if I’m bored during recess?”
• “Other countries don’t do this what…”

That’s normal. But there are potential upsides that may only become obvious over time:

a) Better focus and less “mental noise”

With phones out of reach, students don’t have to constantly battle notifications, group chats, and social media updates. Many will find it easier to:

• Pay attention in class
• Finish tasks faster
• Remember what they’ve learnt

b) More genuine friendships

No phones during recess and CCA = more chances to:

• Play, talk, joke, and complain in person
• Include classmates who might be left out of online chats
• Build social skills that can’t be learnt through a screen

c) Less social comparison during the school day

Without constant exposure to Instagram stories, TikTok flexes and “everyone else’s perfect life”, your teen may experience:

• Less FOMO
• Less envy and self-comparison
• More breathing space to just be themselves in school

For youth already struggling with self-esteem, the reduction in online noise during the school day can be a surprisingly big relief.

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5. The PLD Night Lock: Friend or Foe?

The earlier lock time for PLDs (around 10.30pm) can feel inconvenient, especially when students have:

• Late CCAs
• Heavy homework
• Group projects and online submissions

But it also opens up important family conversations:

a) What time should screens realistically go off?

Sit with your teen and work backwards:

• What time do they need to wake up?
• How many hours of sleep do they actually need to function (not just survive)?
• What time should lights out be?
• Given that, what is a reasonable “screens off” time?

Use the PLD lock as a baseline, and then decide together:

“Okay, your school device locks at 10.30pm. Let’s aim to finish schoolwork on it by 10pm, and then you can wind down with a book, light stretching or just chatting before bed.”

b) Aligning home rules with school rules

If school is pushing for healthy screen habits, but at home everything is “anything goes”, your teen will feel confused—and fight every rule.

Consider aligning your home rules with school’s direction:

• No devices in bedrooms after a certain time
• Charging phones in a common area overnight
• “Phone parking lot” during family meals

The goal is not to be “strict for fun”, but to protect their brains, sleep and mood during these crucial developmental years.

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6. How Parents Can Support (Without Becoming the ‘Bad Guy’)

You don’t want to be constantly nagging. Here are ways to support without turning every day into a fight:

a) Acknowledge their feelings

Instead of:

“Last time we no phone also what. Just suck it up.”

Try:

“Honestly, if I were in Sec 2 now, I’d also be annoyed. It’s a big change. But I do think it might help you focus and sleep better. Let’s see how it goes and talk about what’s hard for you.”

Feeling heard makes your teen more likely to cooperate.

b) Problem-solve together

Ask:

• “What’s the hardest part of this new rule for you?”
• “What are you worried about?”
• “How can we make this easier?”

Then brainstorm:

• Printed timetable or homework list (instead of relying on phone photos)
• Fixed daily check-in time after school to talk through homework & logistics
• Agreeing on when and how they can use their phone before and after school

c) Model your own screen boundaries

If we are always on our own phones, it’s hard to preach digital wellness.

Simple, visible actions help:

• Putting your phone away during dinner
• Saying, “I’m leaving my phone in the room so I can sleep earlier.”
• Taking short social media breaks yourself

Your example will speak louder than any lecture.

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7. Final Thoughts: This Is a Chance, Not Just a Rule

The 2026 “no phone in school” move may feel extreme at first, especially for teens who grew up with a device in hand.

But it is also a rare chance to:

• Reset unhealthy habits
• Protect sleep and mental well-being
• Help our children rediscover real-life connection, play and focus

As parents, we can choose to see this as:

• Just another thing to complain about, or
• A door opening to deeper conversations about stress, envy, comparison, rest, and what a healthy digital life looks like.

The “Education Arms Race” in Plain Language

Many parents with secondary school children in Singapore describe education as an arms race.

Even after PSLE, the worries don’t end. Instead, they shift towards:

• Streaming choices and subject combinations
• O-Level / N-Level / IP expectations
• Decisions about JC, polytechnic and ITE pathways

On paper, there have been many reforms:

• New PSLE scoring bands
• Subject-based banding replacing streaming
• Removal of mid-year exams in many schools

But in practice, the experience for many families still feels similar:

• Strong perceptions of “better schools” versus “neighbourhood schools”
• High weight placed on exam results
• Growing dependence on tuition

For parents in estates like Punggol and Sengkang, this often shows up in one repeated question:

“Are we doing enough for our child – or overdoing it?”

This article aims to unpack what’s happening and offer a clearer way to think about Maths and Science support for your teen.

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How the System Shapes Teenagers’ Experience

By secondary school, students are no longer just “kids doing exams”. They are adolescents trying to:

• Form an identity
• Build friendships
• Cope with social media and comparison
• Manage changing expectations at home and in school

At the same time, they’re told that:

• Subject combinations in Sec 2 or Sec 3 can affect future choices
• Certain grades are “needed” to access specific JC / poly courses
• Maths and Science marks are especially important for many paths

This can lead to:

• Fear of failure – “If I do badly this year, my future is ruined.”
• Avoidance – “I’m bad at Maths/Science, so I’ll just stop trying.”
• Perfectionism – “Anything less than A1 means I failed.”

For cumulative subjects like Maths, Physics and Chemistry, even a few weaker years (e.g. Sec 1–2) can snowball into real difficulty by Sec 3–4. The student may not lack ability; they may simply have gaps in earlier topics that were never fully patched.

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The Role of Inequality and Resources

One of the reasons education feels like an arms race is that not every family has the same starting point.

Some families can afford:

• Multiple tuition classes
• Enrichment programmes and competitions
• Test-preparation workshops during holidays

Other families may:

• Have limited financial resources
• Have parents working shifts or long hours
• Need to prioritise only one or two key supports

This doesn’t mean students from less advantaged backgrounds cannot do well. But it does mean that how parents use time and money becomes especially important.

Rather than copying what “everyone else” seems to be doing, parents can ask:

• Where is my child genuinely struggling?
• Which subjects are most critical for their next step?
• How much stress is my child already under?

This helps in making decisions about whether to add tuition, reduce activities, or simply change the way revision is done at home.

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What Tuition Can Realistically Do (and Not Do)

Tuition in Singapore can mean very different things, depending on the tutor, centre, class size and philosophy.

A realistic view of tuition:

What tuition can help with:

• Clarifying concepts that were unclear in class
• Filling specific gaps (e.g. Algebra basics, Mole Concept, Forces)
• Providing structured practice and feedback
• Teaching exam techniques: how to read questions carefully, avoid common errors, manage time

What tuition usually cannot fix alone:

• Deep issues with sleep, motivation or mental health
• Extremely packed schedules that leave no time to rest or think
• A child’s entire attitude towards learning, if there is strong resistance

For secondary Maths and Science, targeted support works best when:

• The tutor identifies which topics are weak
• The student is willing (even if anxious) to try
• Practice is focused and manageable, not overwhelming

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Considering Local Tuition in Neighbourhoods Like Punggol

For families living in Punggol, Sengkang or nearby estates, local tuition has some practical advantages:

• Less travel time – more time for rest and homework
• Tutors may be more familiar with common school profiles and exam styles in the area
• Easier communication and flexibility for parents

However, “local” alone is not the main factor. Other questions may matter more:

• Does the tutor or centre specialise in secondary-level Maths and Science?
• Do they align with the current MOE syllabus and exam formats?
• Is there a clear approach to diagnosing gaps and tracking progress?
• Do they encourage questions and understanding, rather than just drilling?

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Questions to Ask Before Committing to Tuition

If you’re thinking about Maths or Science tuition for your secondary school child, these questions may help:

1. What exactly is my child struggling with?
   Is it specific topics (e.g. algebra, graphing, chemical equations) or general test anxiety?
2. How does the tutor identify and track gaps?
   Do they do a diagnostic test, review past exam papers, or talk to the student about difficulties?
3. What does a typical lesson look like?
   Is it mostly teaching, mostly practice, or a mix? Is there time for questions?
4. How is homework managed?
   Is the workload realistic alongside school assignments?
5. How is progress reported to parents and students?
   Are there periodic check-ins or feedback sessions?

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Balancing Support and Well-being

Ultimately, parents are trying to balance three things:

1. Academic foundations – especially in subjects like Maths and Science that affect future paths
2. Emotional well-being – avoiding burnout and constant stress
3. Long-term attitudes towards learning – whether your teen sees learning as a chore or a skill they can grow

Tuition is just one possible tool. It can be:

• A helpful structure for students who are lost or stuck
• A way to rebuild understanding after a shaky start
• A space for asking questions that feel “embarrassing” in class

But it is most useful when it is chosen thoughtfully, not simply added because “everyone else has tuition”.

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A Practical Next Step for Parents

If you’re unsure whether your child truly needs tuition, a simple starting point is:

• Review their most recent Maths and Science papers
• Ask them to explain how they approached a few questions – both correct and wrong ones
• Notice whether errors come from:
  • Not understanding the concept
  • Misreading questions
  • Careless mistakes
  • Running out of time

From there, you can decide whether:

• Some adjustments in home revision are enough
• A short-term, focused period of tuition might help
• Longer-term regular support is needed

The goal is not to “win” an education arms race, but to ensure your teen:

• Has solid foundations in key subjects
• Feels supported rather than constantly judged
• Can move towards their next step — JC, poly, ITE or other paths — with more clarity and confidence

If your child is in a neighbourhood secondary school, you might soon hear something new:
“Our school now has CEOs and high-net-worth individuals on our board.”

It sounds like a corporate headline, but it’s actually part of a growing effort in Singapore to give neighbourhood school students more social capital – not just more funding, CCA options, or enrichment classes.

This blog post breaks down what’s happening, why it matters for your child, and what you, as a parent, can do.

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What’s Going On?

A local charity called ImpactSG is working with the Ministry of Education (MOE) to bring CEOs and high-net-worth individuals (HNWIs) onto the committees of neighbourhood schools.

The idea is simple but powerful:

Many schools now have roughly similar levels of funding and facilities,
but not all students have equal access to networks, mentors and opportunities.

These new board members and volunteers are meant to bring in:

• Real-world career insights
• Mentoring and guidance
• Access to work attachments, talks and learning journeys
• Doors into industries and professions that students might not otherwise see up close

ImpactSG already runs a Career Opportunity Programme, where executives volunteer their time to speak with and guide students in various schools. The new school board initiative is meant to deepen and formalise this kind of involvement.

In other words:
more lobang and connections, brought into your child’s school, instead of only being available to students from “branded” schools or well-connected families.

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Why This Could Be Good for Your Child

1. More Doors Opened, Regardless of School Brand

If you didn’t go to an elite school, you probably know how it feels when connections matter more than capability.

This initiative tries to soften that gap:

• Students in neighbourhood schools can meet CEOs, founders and senior leaders face to face.
• Your child might get access to:
  • Job-shadowing or attachment opportunities
  • Company visits and talks
  • Advice on how to get into certain fields

That kind of exposure can change how a teenager thinks about their future – especially if nobody in the family works in those industries.

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2. Better Career Guidance and Role Models

Instead of hearing generic advice like “study hard and you’ll succeed,” students can:

• Ask real questions:
  • “How did you get your first job?”
  • “Did you struggle in school?”
  • “What skills actually matter in your work?”
• See that:
  • Successful professionals often didn’t have a straight, perfect path
  • There are multiple ways to build a meaningful career

For a teenager who feels lost, talking to someone who has navigated life and work can be far more powerful than reading yet another motivational quote.

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3. A Stronger Signal That Neighbourhood Schools Matter

When high-profile individuals serve on the boards of neighbourhood schools, it sends a message:

“Your child’s education here is worth serious time, energy and thought.”

That matters because:

• It can boost morale among students: “Our school is not second class.”
• It can encourage teachers: “People with influence believe in the work we do.”
• It helps chip away at the unhealthy mindset that only certain schools deserve investment and attention.

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4. Extra Support for Students Facing Difficult Circumstances

Some students carry heavy burdens:

• Family conflict
• Financial stress
• Caregiving responsibilities
• Mental health struggles

The school can’t solve everything. But:

• A mentor or external adult can provide a listening ear and different perspective
• Career-focused programmes can give them hope and concrete next steps
• Networks can lead to scholarships, part-time jobs, or training opportunities they never knew existed

Sometimes, one caring adult outside the family can change the trajectory of a young person’s life.

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But… Are There Downsides? Questions Parents Might Have

Every good initiative comes with potential pitfalls. As a parent, it’s healthy to be excited and thoughtful.

Here are some concerns worth keeping an eye on.

1. Will This Create a New Hierarchy Among Neighbourhood Schools?

If only some schools get very prominent board members or strong programmes, parents might start to think:

“Neighbourhood School A got these big names.
Neighbourhood School B didn’t.
So A must be the ‘better’ neighbourhood school.”

That could create another layer of “ranking”, even within neighbourhood schools.

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2. Whose Interests Come First?

Ideally, board members:

• Put students’ well-being and learning first
• Work closely with school leaders and teachers
• Respect the culture and reality of the school

But there are real questions to ask:

• Are companies using this mainly as CSR branding?
• Will there be subtle pressure to push certain industries or values?
• Will students with different interests (arts, social work, trades, sports) feel sidelined in favour of more “prestigious” careers?

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3. Will Students Feel Pressured to Fit One Idea of Success?

When successful CEOs and high-fliers enter the picture, the unspoken message can become:

“This is what success looks like.”

But not every child:

• Wants to be in corporate leadership
• Is wired for finance, law, or tech
• Measures their life purely by salary or job title

As parents, we need to help our teens understand:

These programmes give you options,
not a single correct path.

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4. How Deep and Sustainable Is the Engagement?

You might also wonder:

• Are these just once-a-year visits or truly ongoing relationships?
• How often do board members show up in the school?
• Will they stay long enough to understand students’ real needs?
• Do students and teachers have a voice in shaping the programmes, or is it top-down?

A well-designed programme builds long-term trust and understanding, not just photo opportunities.

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What You Can Do as a Parent

If your child’s school is involved in such a programme (or might be soon), here are some practical steps.

1. Ask the School Good Questions

You don’t have to be confrontational; just be curious:

• “What kind of involvement will the new board members have with students?”
• “What programmes or opportunities will this create?”
• “How will students be chosen for these opportunities?”
• “How will the school ensure that quieter or academically weaker students are not left out?”

This signals to the school that parents care about inclusiveness, not just prestige.

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2. Encourage Your Child to Try – at Least Once

When there are:

• Career talks
• Mentorship sign-ups
• Job-shadowing slots

…nudge your child to take part, even if they’re shy or unsure.

Afterwards, ask:

• “What did you learn?”
• “What surprised you?”
• “Did this make you more or less interested in that kind of work?”

The goal isn’t to lock in a career at 15 years old, but to help them explore and reflect.

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3. Reframe “Success” at Home

Schools, social media, and now even high-profile professionals may all push one version of success.

It’s important that at home, your child hears:

• Success can mean being kind, responsible and resilient
• Success can be finding work that suits their strengths, not just what looks good on LinkedIn
• Different paths – poly, JC, ITE, private routes, apprenticeships – can all lead to a meaningful life

You can say things like:

“These mentors are here to give you ideas and contacts.
Our family still believes that your character and happiness matter more than your job title.”

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4. Look Out for the Quiet Ones

If your child is:

• Introverted
• Neurodivergent
• Struggling academically
• Easily overlooked in class

They might not be the first to rush for a mentorship programme.

You can:

• Encourage them to sign up with a friend
• Help them rehearse questions to ask
• Let the school know if you feel certain groups of students are consistently missing out

Sometimes, one email from a thoughtful parent can lead a school to design more inclusive activities.

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Final Thoughts: A Chance, Not a Guarantee

Bringing CEOs and high-net-worth individuals into neighbourhood school boards is not a magic solution.

But it is a meaningful attempt to answer a hard question:

“How do we make sure that a child’s future is not limited by their school name or family network?”

If done well, this initiative can:

• Open new doors
• Expand horizons
• Give your child role models and real-world guidance

Your role, as a parent, is to:

1. Stay informed and ask thoughtful questions,
2. Encourage your child to seize opportunities,
3. Protect them from unhealthy pressure,
4. Remind them that their worth is bigger than any school, board, or job title.